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|Title:||Kira & the Spinners: Exploring the Dilemmas of a Structured-Choice Learning Environment in a Public School|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Meyerhoff, P. & Stevens, R. (2020). Kira & the Spinners: Exploring the Dilemmas of a Structured-Choice Learning Environment in a Public School. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 577-580). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||We report a case drawn from 6 months of ethnographic and interview research in a STEAM Lab. Free to choose what to work on, students acquired difficult skills and demonstrated what school leaders had identified as valued capacities: collaboration, creativity, and persistence. The teacher struggled, however, to apply conventional grading practices to recognize this learning. We analyze the case of Kira, a 7th grader who learned to design and 3D print an original fidget spinner and began to imagine herself as a designer and entrepreneur. Kira’s story came to a surprising and sad end, as she failed to produce the “evidence of learning” required for a high grade. The case highlights the dilemmas of recognizing and assessing consequential learning experiences in project-based environments.|
|Appears in Collections:||ICLS 2020|
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